Guest Speaker Clarissa Tuttle Flashcards
1
Q
What are two ways to identify ASD risk factors and warning signs?
A
- Developmental surveillance
- Case Finding
2
Q
What is Developmental Surveillance?
A
- Collecting information
- Parent and professional observations
- Tracking developmental progress compared to peers
3
Q
What are three key aspects of Case Finding?
A
- Looking
- Listening
- Questioning
4
Q
What are you looking for?
A
risk factors and warning signs of atypical developmen
5
Q
What are you listening for?
A
parental concerns about atypical development.
6
Q
Who are you questioning?
A
caregivers about the child’s development
7
Q
What are the red flag indicators?
A
- No big smiles or other joyful expressions by 6 months.b
- No back-and-forth sharing of sounds, smiles, or facial expressions by 9 months.b
- No babbling by 12 months of age
- No back and forth gestures (e.g. pointing, showing, reaching or waving by 12 months)a
- No words by 16 months
- No two-word meaningful phrases by 24 months
- ANY loss of speech, babbling or social skills at ANY age
- Failure to attend to human voice by 24 months.
- Failure to look at face and eyes of others by 24 months.
- Failure to orient to name by 24 months.
- Failure to demonstrate interest in other children by 24 months.
- Failure to imitate by 24 months.
8
Q
What is the purpose of a screening?
A
to help determine the need for additional diagnostic assessments
9
Q
What are three components to screening?
A
- Behavioral checklists
- Observations
- Interviews
10
Q
What makes up the medical testing?
A
- Lead screening
- Audiological evaluation
11
Q
What is used for the Behavioral Screening of Infants and Preschoolers?
A
- Checklist for Autism in Toddlers (CHAT)
- Modified Checklist for Autism in Toddlers (M-CHAT)
- Social Communication Questionnaire
- Pervasive Developmental Disorder Screening Test
- Autism Spectrum Screening Questionnaire
12
Q
What are the elements of education evaluation?
A
- Health and Developmental
- Qualitative Assessment Data
- Quantitative Assessment Data
13
Q
What do you look at within the developmental and health history?
A
- Prenatal and perinatal risk factors
- Postnatal risk factors
- Developmental milestones
- Language? Social? Regression?
- Medical History
- Diagnostic History
- Family History
14
Q
Within the Multi-Disciplinary ASD Assessment, who is included in the qualitative and quantitative assessments?
A
- Psychologist
- SLP
- Teacher(s)
- Nurse
- Physician
- Others: OT, APE &/or PT
15
Q
What does the psychologist look at?
A
Cognitive, Adaptive (daily living) & Problem Behaviors, Social-Emotional/Play & ASD-Specific Measures
16
Q
What does the SLP look at?
A
Speech, Oral Motor, Language, Social-Pragmatics & Play
17
Q
What does the teacher look at?
A
Academic Skills & School Functioning
18
Q
What does the nurse look at?
A
Vision, Hearing and H&D Screening
19
Q
What does the physician look at?
A
Neurologist, Lead Screening & Lab Tests
20
Q
What does the OT look at?
A
Fine & Visual Motor and/or Sensory Processing?
21
Q
What does the APE &/or PT look at?
A
Gross motor
22
Q
What does the qualitative assessment data include?
A
- Non-Standardized Observations
- Non-Standardized Interviews: Interviews with parent, teacher, student, etc.
- Non-Standardized Checklists: Checklists for DSM-5, Social Skills, Ed Code, etc
23
Q
What are the two types of Non-Standardized observations?
A
- Structured: School (class, workshop, circle time), therapy, or any structured environment
- Unstructured: Recess, free-play, in the home
24
Q
What makes up the quantitative assessment data?
A
- Indirect ASD interview/Rating Scale Measures
- Direct ASD observational measures
25
What are some Indirect ASD interview/Rating Scale Measures tests?
- Gilliam Autism Rating Scale-2 (GARS2)
- Autism Behavior Checklist (ABC)
- Asperger Syndrome Diagnostic Scale (ASDS)
- Autism Diagnostic Interview-Revised (ADI-R)
26
What are two Direct ASD observational measures tests?
- Childhood Autism Rating Scales, 2 (CARS 2)
| - Autism Diagnostic Observation Schedule-2 (ADOS2)
27
What is the ASD eligibility determination?
- Inability to use verbal and/or nonverbal language for appropriate communication
- A history of extreme withdrawal or relating to people inappropriately and continued impairment in social interaction from infancy through early childhood
- An obsession to maintain sameness
- Extreme preoccupation with objects or inappropriate use of objects or both.
- Extreme resistance to controls
- Peculiar motoric mannerisms and motility patterns (repetitive or stereotyped)
- Self-stimulating, ritualistic behavior
28
Under the ASD eligibility determination criteria, what does the Inability to use verbal and/or nonverbal language for appropriate communication consist of?
- Leads adult by hand to desired object rather than ask for it
- Randomly produces vocalizations, jargon, non-sequiturs, etc.
- Does not initiate communication spontaneously
- Echolalia (either immediate or delayed mimicking of previously heard phrases, such as from videos,
- TV shows, commercials)
- Communicates affirmation (yes) by literal repetition of question
- Pronoun reversals or other odd (for age) mistakes
- Utterances seem inappropriate to the situation
- Does not ask questions and/or has difficulty answering "wh" questions
- Odd rhythm or timing (e.g., chunks words together or pauses at inappropriate times)
- Odd inflection or modulation (e.g., sing-song, flat, loud, etc.)
29
Under the ASD eligibility determination criteria, what does a history of extreme withdrawal or relating to people inappropriately and continued impairment in social interaction from infancy through early childhood include?
- Does not play with other children
- Does not participate in give/take interactions
- Flat facial affect
- Primarily self-directed (does things on own terms/interests not at other’s request)
- Lacks personal boundaries
- No, limited, fleeting or odd eye contact
- Appears to be deaf or in own world
- Misreads social situations or does not understand social rules
- Physically turns away from others when approached or may say, "Go away."
30
Under the ASD eligibility determination criteria, what does an obsession to maintain sameness
mean?
- Inflexible or rigid behaviors
- Everything must be "just so“
- Shows serious distress with changes, such as changes in environment, in routines, in location of self in familiar activities, in placement of familiar objects, in food, clothing, etc.
- Difficulties with transitions from one activity to the next
- Must control activities and/or interactions.
- Demands same rituals/routines (e.g. same book every night)
- Eats only limited variety of foods
31
Under the ASD eligibility determination criteria, what does an Extreme preoccupation with objects or inappropriate use of objects or both mean?
- Lines up objects, stacks items or puts into unusual patterns
- Spins repetitively objects (or parts of objects)
- Excessive focus on tiny details or movements of objects
- Plays with only one kind of toy/theme (may be an odd interest or focus in mechanical objects like fans, etc.)
- Takes everything apart or opens and closes everything
- Hordes (often unusual) objects
- Excessive unusual fears or no fear for legitimate dangers
- Over-attachment to certain objects
32
Under the ASD eligibility determination criteria, what are the Extreme resistance to controls
consist of?
- Frequently refuses to respond, move, or participate when asked (usually tied to interruption of preferred activity or ritual, not mere opposition)
- Tantrums or cries and cannot be comforted or dissuaded
- Excessive need to control environment, interaction or activity
- Self-directed, in own world
33
Under the ASD eligibility determination criteria, Peculiar motoric mannerisms and motility patterns (repetitive or stereotyped) consist of?
- Flaps arms and/or hands
- Gazes at lights or flicks fingers at light sources
- Walks or runs on tiptoe
- Runs hand along peripheries
- Smells or tastes everything
- Odd finger, hand or body postures or tensing
- Unusual sensory seeking or avoiding behaviors
34
Under the ASD eligibility determination criteria, Self-stimulating, ritualistic behavior consist of?
- Rocks or spins self or objects
- Bangs head or objects or bites or hits self
- Goes through specific patterns over and over
- Asks same questions repeatedly
- Perseverates on certain topics
- Unusual sensory seeking (or avoiding) behaviors
35
When determining the educational needs and appropriate placement & services, what is Consider Continuum of Least Restrictive Environment (LRE) Options for students?
- General Education (GE)?
- GE with DIS and/or other supplementary aides or support?
- Separate Classroom, School or Setting?
36
What are the positive behavioral supports?
Tier 1 – School wide system that fosters prosocial behavior in all students across environments
Tier 2 – Carefully developed environmental structures that support and promote desirable behavior in small groups
Tier 3 – Individualized/intensive supports to minimize problem behavior/excesses and teach/reinforce desired behavior
37
What are the positive behavioral supports for Tier 3?
- Individualized methods, techniques, and designed to promote pro-social behavior in a student with ASD.
- Typically, Tier 3 PBS is result of a functional behavioral assessment conducted by school psychologist or behavior specialist.
- Should address specific problem behaviors and promote positive functional outcomes
- Common Deficits:
38
What are the common deficits of individuals with ASD?
- Theory of Mind
- Executive Functions
- Sensory Processing
39
Regarding the positive behavioral supports for Tier 3 what should we know and plan for predictors of behavior?
Visual schedules
Breaks
Priming/warnings
Social Stories – Carol Gray
40
TIER 3: How can you reinforce appropriate behavior?
- Token boards (work/reward system),
- Social (praise, high-5’s, etc)
- Tangible (stickers, stamps, etc.)
41
TIER 3: What are Instructions critical to improve?
Self-management,
Social-emotional learning,
Social communication,
Academic performance.
42
T/F: Team collaboration is critical to ensure students behavioral development and success
True
